2021

Diversity & Inclusion Teaching
Assistants (DITA) Notes

INCLUSIVE
TEACHING
AS PRACTICED BY INSTRUCTORSPreface
The Center for Inclusive Leadership (CIL) aims to promote inclusive leadership in
research, education, and practice. It has introduced Diversity and Inclusion
Teaching Assistants (DITA), a new support system to assist faculty in practicing
and promoting inclusive teaching in classrooms and to provide more TA
opportunities that help develop inclusive leadership mindsets among students.
This new system will also contribute to CILʼs research efforts in the field of
inclusive teaching.

DITA Purpose
Promote inclusive teaching
Identify effective practices for inclusive teaching at APU
Understand the inclusive climate of APU
Foster inclusive leadership mindsets and practices
among students at APU

The Inclusive Teaching Notes—Inclusive Teaching as Practiced by Instructors
is a collection of inclusive teaching practices and insights from instructors who
have worked with DITAs in their classes. The Inclusive Teaching as Experienced
by Students are based on 252 students’ responses to a survey conducted by CIL
in classes with the DITA support to understand how students experience
inclusive teaching and identify effective practices for inclusive teaching.

https://en.apu.ac.jp/cil/
https://www.facebook.com/CILsecretariat

TABLE OF CONTENTS
Introduction to Environmental Studies ............................................................01
MAHICHI Faezeh
Community Development..................................................................................05
KIMURA Rikio
Resource Management .....................................................................................08
JONES Thomas E.
Financial Accounting, Cost Accounting, Management Accounting ..................11
CORTEZ Michael A.
New Media and Society/Technology and New Media .......................................13
MANTELLO Peter A.
Business Case Analysis and Communication ....................................................15
ACKARADEJRUANGSRI P.
Biodiversity........................................................................................................19
MAHICHI Faezeh
MBA HRM...........................................................................................................23
KIM Rebecca ChungHee
Technology Management .................................................................................26
MIYAZAKI KumikoIntro. To Env. Studies
JONES Thomas E.

環境学入門 ....................................................................29

Peer Leader Training I .....................................................................................32
Petrus Willem ROUX

観光学特殊講義 ....................................................................................................34
久保隆行
Environmental Science EA/ Environmental Chemistry ....................................37
MAHICHI Faezeh
New Media and Society/Technology and New Media ......................................40
MANTELLO Peter A.
Introduction to Marketing ...............................................................................42
USREY Bryan Gordon

Introduction to Environmental Studies EA
Associate Professor MAHICHI Faezeh
English69 Students
APS
SP 2021

Course Overview
The course is designed to help students to understand the basic concepts and principles
of environmental studies and environmental issues covered in the course, and should be
able to analyze the causes of various environmental issues.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. The
class had mainly three actors: 1) the instructor, 2) the TA, and 3) the students.
The 69 registered students were grouped based on students’ international/domestic,
English/Japanese by the TA and the instructor in 14 groups composed of 4~5 students(to have relatively mixed students based on their language skills and backgroundknowledge). The students, with the support of the TA and instructor, were instructed
and encouraged to work inclusively throughout the course in the following three maincourse activities:
Lecture Questions’ submission in Manaba: The lecture question was a follow
up assignment for each class. It has guided the students to review the content
discussed in each class. Each group members were encouraged to read the othermembers’ submitted assignment and comment on them, as a part of the inclusive
learning process. The students’ submission indicated that the assignments had greatvalues and as effective procedures have encouraged the students tostudy more and engage with their fellow group members.
‘News Sharing’ submission in Manaba: Since the inclusive groups were formed, it
was possible to encourage the students to share a recent news articles related to thecourse content from their home countries. Same as the lecture questions, each groupmembers were encouraged to read the other members’ assignment and comment onthem, as a part of the inclusive learning process.
‘Final Group Project’: All group members had to join in and work on a final groupproject based on writing a report on the assigned theme of; “From Organic Farm toOrganic Plate”, in which was related to the course. As the groups were composed by
students from different nationalities and backgrounds, it had the potentiality to learn
extensive skills such as research, time management and skills for effective group
work, in order to create the project about locally produced organic products, and as
well as creating a 5-min video.

01

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Since our class was conducted online, the instructor and TA always use their cameras toteach and greet the students to create as much as the face-to-face class atmosphere.
We also encourage students to turn on their cameras in case they did not have internet
connection issues. Meanwhile in the middle of the class, the instructor always interactedwith the students by asking multiple questions for individual responses or discussions inZoom breakout rooms. This situation creates an inclusive environment encouraging thestudents to share their own opinions and knowledge.
Besides that, in every beginning and the end of each class, Professor and TA always
reminded students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students also
were given exception of attending the class in the cases of experiencing technicalproblem or health issues.

How did you help students understand course learning
objectives and expectations?
The class syllabus was explained by the instructor in the first day of the class. Also, after
the 3rd class, the group division is informed to the students and the group work began.
We explained to students in detail during the class on how to do assignment on Manaba.
In addition, the assignment submission guidelines were shared in Manaba so thestudents could read the direction all the time.
In the middle of the semester, we evaluated the student’s group work performance andshared the scores with each individual student in order to encourage the students tokeep improving their scores. In addition, the TA frequently has sent emails to theinactive students, encouraging them to do their assignments as well as offering extra
support. By publishing students’ grades in mid-semester, some inactive students’performance has improved, and they perform better in the second half of the course.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, the instructor has asked students to discuss with their group in
break-out rooms about the topic that just discussed in the class. A Responce code wasprovided that every group to submit the name of zoom breakout room-inactive members
so that after the class, the TA could email and encourage them to be active in break out
room discussion. After coming back from break out room to the main room in Zoom, TA
was instructed to call random group number or inactive group number to challenge themby answering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
02

In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. In some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
projects of writing a report and making a video to reflect the topic that invited guest
speaker, Ms Akiko GOTO. The talk was on locally produced organic ingredients andencouraging people to consume locally produced organic food. The design of the final
group project, a group inclusive planning and actions was required, a mixture ofresearching and writing a report as well as cooking a traditional food from one of groupmembers home county using at least locally produced organic products. The pedagogicaldesign of the class was teaching the theories and providing the knowledge as well as thepractical implementation.

How did you make group work (if any) more inclusive in yourclass?
Students learned from a variety of sources, giving them a realistic view on how
environmental studies are conducted in real time. The course provided the knowledge
from both perspectives of academia, research, and practical implementation. Groups
were formed evenly in such a way that promoted the multi-ethnic, multi-lingual andbackground knowledge of students.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing thecorrect hat at the right time was one of the many challenges that a TA has to face. A TA
played the role of discussion facilitator, logician , guide, and senpai. Listed below weresome of the many tasks completed by the TA's:
1. Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
2. Zoom flexibility. In the age of corona, the TA must be able to know in the ins andouts of ZOOM and all of its tools. This includes being able to switch groups quickly,
full use and knowledge of on-screen annotations, and polls, etc.
3. Guide and Senpai. TA's are the senpais of the current student, and a bridge between
the Professor and common student populace. TA's are students who are role models
and lead by example whether or not they know of such. The TA guided the students
through the weekly coursework.

03

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited a guest speaker to the class Ms. Akiko Goto, the owner and founder of Oita
Organic Market (https://www.facebook.com/oita.organicmarket/). Her extensive
knowledge in the field, she was able to share with the students, what is organic food,and how do we distinguish between its varieties. Ms. Goto emphasized the importanceof organic planting due to its positive impact to the body health. Then, she showcased
the current situation in Japan which presented a very slow progress of 0.2% in (year) to
0.25% in (year) growth. After explanation regarding the increasing rate of organic
plantation in Japan, Professor Mahichi invited the class to search for the trend (thepercentage of organic plantation) in each student’s countries, in ZOOM breakout room to
discuss together, as part of having an inclusive practice, and then share in the main room
to the whole class. At the end of the presentation of Ms. Goto, students wereencouraged to inquire and ask their questions about Organic food.

04

Community Development
Professor KIMURA Rikio
English/Japanese
15 students
APS
SP 2021, Q2

Course Overview
This course is for students who are interested in community-level development aspracticed internationally as well as domestically. This course aims at helping students
deepen their understanding on theories and practices of community development. In
particular, this course is designed to enable students to delve into epistemologies that
underpin theories and practices. In addition, through the multi-disciplinary approach, it isexpected that students learn various facets of community development. Furthermore,this course also attempts to equip students with some practical perspectives, methods,
and even behaviors as “community development workers” in their current and futuresettings—whether through professional community development organizations, in APU,
in communities where they (will) live, in organizations where they will work, or even in
their families.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where student feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.
To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group
work where there is mutual help and respect between students so that they feelincluded in their groups and their unique perspectives are valued (Kimura et al., 2021).
Finally, it is also teaching where there is democratic space where students are
empowered and an instructor is disempowered towards equalizing their power
relationship in order to create the sense in which students feel that this is ‘our class.’
Inclusive teaching is not predominantly didactic teaching where an instructor keep
lecturing and treat students an empty container, into which the instructor deposits
knowledge.
Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.

05

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups. I also held an
Appreciative Inquiry Workshop in one of the sessions to make the class the best learning
experiences for students and to empower the voice of students (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

How did you help students understand course learning
objectives and expectations?
II added to the syllabus what I wrote in the above two questions and explained verbally
about them so that students would be cognitively aware of the expectations of the class.
This included adding the learning objective of inclusiveness to the course learning
objectives in the syllabus. And, of course, a TA and I tried to ‘walk the talk’ in theclassroom so that students would feel that we were really trying to meet the
expectations.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Manaba before each session. Thiswas for them to prepare for the session. The significant portion of the class time wasspent on group work where students learn by discussing and exchanging ideas with
their peers. The major part of their group work was used for group case study analysis,
which is a modified pedagogy of the case method. Finally, students wrote the final paper,in which they employed and operationalized concepts and theories learned from thecourse to craft a community development manual.

How did you make group work (if any) more inclusive in yourclass?
I had pre-session meetings (30 minutes each ) with my TA to particularly discuss group
work of the day. I had done this practice when I was doing MCL through the academic
office and the Pedagogy Grant research and the DITA research through the CIL. I had
also accumulated the facilitation and intervention tips for TAs particularly through my
MCL experience and shared those to my TA so that she would utilize those whenworking with small groups (Kimura 2020).
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
06

How did your TA support your practice of inclusive teaching inclass?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass. Please feel free to attach a photo, link or file.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

07

Resource Management
Professor JONES Thomas E.
English90 students
APS
SP 2021, Q2

Course Overview
Pollution, mainly due to industrial development, is degrading the environment in various
ways. The phenomena and mechanism of water, air, soil and noise pollution will be
explained in the lectures with examples. Later, waste treatment is focused as aneffective way to mitigate pollution using technology and system design. Furthermore,advanced technology can help to reclaim resources from waste through recycling. To
know how to deal with pollution and waste from the interdisciplinary perspective willlead to a deeper understanding of relationship between environment and development.

In your opinion, what is inclusive teaching? What is it not?
From my past experience with the CIL’s projects, and this semester’s class I can make adefinition of inclusive teaching, as i) encouraging conversations about diversity, equity,and inclusion; ii) encouraging students to be respectful of other students’ opinions; andiii) meeting the needs of a diverse student mix in actual and online classrooms.
Although located in an educational environment that often skips or fudges the need toformally recognize the need for inclusive learning, APU is an ongoing experiment to try
and establish a more international and genuinely diverse campus by steering students
towards more inclusive learning goals.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
Although this remains the gold standard, speaking honestly it is hard enough to achieve
this in a regular classroom, let alone in a Zoom meeting. However, certain guidelines
have been useful such as using Chat Box quizzes to break the ice, gauge concentration
and reward sharp students with Bonus Points; requesting cameras ON during breakout
rooms; allowing all groupmates to speak and choose different roles for the final
assignment; emphasizing the importance of respecting other students’ opinions;building trust to keep confidentiality & ask permission to use photos etc. Also arriving a
few mins early and staying on after class for Q&A or 1-1 consultation.

08

How did you help students understand course learning
objectives and expectations?
This course supported students’ understanding of course learning objectives andexpectations by i) stating them clearly at the start of class & sharing the slides/handout
for each class at the end of the lecture (previously I have tried sharing them before class,but found students were less likely to listen!); ii) posting on Manaba News (esp.
upcoming deadline reminders etc.); iii) having TAs introduce specific learning objectives
and assignments; iv) using TAs or student role models to provide case study examples
for specific learning goals.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Extra reading and other materials were provided at the end of each class via DOIs, video
or podcast links or PDFs for interested students to carry on studying in their own time.
Also, there was a Flipgrid case study video presentation with several stages (please see
final box). The Grade Evaluation Method used a mix of in-class Manaba quiz & Respon
assignments, together with periodic review tests taken outside class hours to engage
with course materials and demonstrate their learning of fundamentals. In addition, thefinal Term Paper had no upper word limit to allow students to demonstrate their learning.

How did you make group work (if any) more inclusive in yourclass?
Mixing up international and domestic students. Also encouraging groups of students tomeet and mix in and out of classroom hours via a Flipgrid case study video presentation
with several stages; setting thought-provoking assignments so they would continue theconversation on Line or FB outside class. Important information about the lectures weredelivered through Manaba, and urgent notices sent through university email,encouraging students to check their Manaba and emails regularly. But sometimes thetest would include a question based on the answer of groupwork discussion to foster
more active debates. In addition, a One Drive Excel sheet was also used as groupwork
output.

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching the classin Nihongo, forces the Japanese students to re-consider their idea of multiculturallearning environment. Some of them are quite resistant, which results in occasional
complaints, but many also rise to the challenge to develop their “APU spirit” as true
global citizens

09How did you help students understand course learning
objectives and expectations?
This course supported students’ understanding of course learning objectives andexpectations by i) stating them clearly at the start of class & sharing the slides/handout
for each class at the end of the lecture (previously I have tried sharing them before class,but found students were less likely to listen!); ii) posting on Manaba News (esp.
upcoming deadline reminders etc); iii) having TAs introduce specific learning objectives
and assignments; iv) using TAs or student role models to provide case study examples
for specific learning goals.

Please share and describe any specific activity, groupwork, lecture
content or any materials through which you applied inclusive
teaching or fostered diversity and inclusion in your class. Pleasefeel free to attach a photo, link or file.
Example Groupwork assignment from Flipgrid.
1) Referring to Excel Onedrive, choose 1 of the 4 Pollution themes:i) Land; ii) Air; iii) Water; iv) Waste.
2) by July 7th (Wednesday) finalize your selected issue & share References; fix
the role-sharing among different Groupmates3) by July 11th (Sunday) finalize the PPT slides & preparations, (pre-record &) post
your Group's 5 min video here to Flipgrid in the correct topic (select ONE from Land /Air / Water / Waste)(※Make sure it is labelled with the Group Number & Keyword, e.g. GROUP
1_Mercury pollution etc)10

Financial Accounting 1&2, Cost Accounting,Management Accounting
Professor CORTEZ Michael A.
English90 students
APS
SP 2021, Q2

Course Overview
In these courses, I taught accounting major subjects to Accounting & Finance students
and other APM students who took the courses. Financial Accounting 1 & 2 were offeredon the same semester one quarter after the other for continuity. Cost & Management
accounting subjects, likewise.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching somehow involves my Teaching Assistant who is PhD schoolingbound and will become a professor one day. Throughout the courses, we have bonded
and I have taught him techniques in class management. On the other hand, my teachingassistant became my extension and was more considerate to students. He dealt with
their problems that I would otherwise dismiss and consider as not my problem anymore.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating inclass?
My students were free to chat in the chat box and were welcome to email my teachingassistant anytime. I personally would not welcome the tiniest and nonsensical questionand concerned but having a teaching assistant was really a big relief as he was able toscreen and prioritize the importance of student concerns. Along the way, I always asked
my TA for his opinion, if he were me, what would be his decision? That’s how I
somehow passed on some teaching techniques to my TA.

How did you help students understand course learning objectives
and expectations?
I constantly reminded students of the grading system from day one until every course
requirement. For the second quarter where the courses were more difficult, I delayed thequizzes until after the holiday break so that they have time to absorb the totality of thelesson instead of learning the chapters piecemeal. I normally would solve the problems
my self the next day after the exam but due to time constraints, my TA just sent via email
the final answers for the students to solve it themselves.

11In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
1. Students were required to have an e-book.
2. Assignments were given in advance so they have time to read the chapter andsolve it.
3. I solved every assignment plus some seatworks so students learned the lesson.
4. I chose accounting problems for quizzes that were illustrative of the assignments.
The high passing rate suggest these were effective.

How did your TA support your practice of inclusive teaching inclass?
My TA was an instrumental part of class management. He was an extension of mycharacter. Although he was not an accounting major, I passed on some teaching
techniques which he could use in his future career. My TA was very considerate of every
student’s situation as long as they were valid.

Please share and describe any specific activity, groupwork, lecture
content or any materials through which you applied inclusive
teaching or fostered diversity and inclusion in your class.
Every session, students recited their homework and shared their screen for theirclassmates. Then they give me a random number and I counted left or right, up or down
until it finds the next student to recite. This fostered fun and excitement as to who will bereciting next. I told students that it is better to commit a mistake in their assignments
because that is how they learn.

12New Media and Society/Technology and New Media
Professor MANTELLO Peter A.
English61 students
APS
FA2021 Q1Course Overview
By the 21st century, the emergence of new media technology has fundamentallytransformed not only the means through which contemporary war is waged but also,
and more importantly, war's visual representation through digital reporting, blogs andweb 2.0 social networks. Citizen journalists, independent journalists, terrorists, andactivists are using personal blogs, chat rooms, YouTube, WikiLeaks, LiveLeak, Flickr, andTwitter to sidestep the censorship barriers of traditional ‘big’ media (newspapers, TV,radio) and the increasingly restrictive and controlled ‘embedded system of reporting’ formainstream journalists. Contemporary war has a new frontline, one where war is nolonger fought physically but virtually and where the actors involved on both sides have
replaced bombs and bullets with weapons in the form of blogs and bandwidths.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching means encouraging students to think out of the box, learn fromdifferent cultures of ways of seeing and thinking and then applying it to the core lessons
that are taught in the class. Critically, it strives to be inclusive of all students regardless ofbackground. Inclusive teaching is about embracing diversity – not simply in terms ofgender, age and culture but also diversity in terms of values and beliefs. Inclusive
teaching is tolerant of ways of thinking but promotes the most basic of values of humanrights. Inclusive teaching does not prioritize one culture or background, gender overanother.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Creating a positive environment is accomplished by showing passion as a teacher inwhat you teach. Striving to make each lesson interesting and compelling. Being sensitive
to the needs of students and ensuring that they have a ‘voice’ in the class. Balancing
seriousness with humor is also important to maintain a student’s interest and creating avery positive classroom environment. Importantly, break out sessions that use the TA asa guide as well as my own presence to stimulate group discussion and to encourage
students from all cultures to discuss things from their cultural point of view.

13How did you help students understand course learning objectives
and expectations?
Students were able to understand the course learning objectives through constantreinforcement of what each lesson would bring to the intellectual table – in order words,
each lesson begins with an introduction to the main parts of the lecture and ideas
covered and then a recap/review of the lesson by highlighting the main points and ideas
covered. These learning objectives would then be translated into group assignments
where students would be tasked with engaging in the lecture discussion in a criticalfashion.

In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
Students engaged in the course material in several different ways. First, each session
would have a lecture on a various aspect covered in the course content. Second, student
would be assigned to break groups to participate in various assignments related to thereadings or lecture. Third, students would be assigned various readings for homework.
Four, students would be have to engage into two reading quizzes per week.

How did you make group work more inclusive in your class?
There were many assignments as previously mentioned that involved group work. Someof the assignments were designed to promote the exchange of ideas and opinions
related to key questions or concepts in the lecture. Or students would be tasked ingroups to review and discuss key readings related to the bi-weekly quizzes. Finally,
students were organized into groups in which they were responsible for making a video
essay on one selected topic from the course.

How did your TA support your practice of inclusive teaching inclass?
The TA was invaluable. Besides helping with the logistics and organization of the breakout sessions, he was in constant contact with students, in mentoring them with advice
on their projects. Well-organized and with great communication skills the TA was awonderful bridge between the students and myself. His cordial and amicable manner
was extremely popular with the students and they found him very accessible and helpful.

14

Business Case Analysis and Communication EA
Associate Professor ACKARADEJRUANGSRI P.
English142 students
APM
FA2021

Course Overview
In this course, students will apply the basic business knowledge and strategic
frameworks/concepts that you have learned in the core and specialized business subjects
to aid business/organization identifying the problems or opportunities and developing thesolutions. The course provides student with opportunities to refine the essential skills,
such as analytical and critical thinking, quantitative analysis, problem solving, systemthinking, creative thinking, interpersonal skill, presentation and business communication,and collaborative teamwork. The course also covers various topics in business andmanagement, including but not limited to market development, transformation strategy,
profitability and growth, international business, crisis management, leadership,
responsible management, and others.

In your opinion, what is inclusive teaching? What is it not?
All students are enabled to learn and experience the class equally. Diversity, different inideas are always welcomed. The teaching methods and class materials also encourage
student participation, discussion and remove barriers. The class design also considers
differences in student backgrounds.
For what could not be considered as inclusive teaching is the teaching that focused on
the instructor (teacher focused learning). The class is designed based on the instructor's
preference with less consideration on student background and learning pace. Different
ideas or opinions are not welcome to discuss during the class. The course design does
not well plan and align with learning objective as well as does not encourage thediversity.

15

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating inclass?
Students raised questions and participated in discussion throughout the class. Thismeans the students can contact instructor/TA/DITA via e-mail for class related matter
during pre and post class. While during the class, there were several mini class activities
to encourage student discussion and participation. Students used different functions ofZoom to express and share their ideas/questions to the class. For example, responded tolive survey, raised hand for sharing the questions, shared screen and etc. For the postclass, there was weekly group assignment, which students had to work in team.
Students shared their understanding about the case and discussed about potential
solutions with their peers. In this class, there will be no judgement what is right or wrong
as long as the students clarify their rational behind with references. This direction has
been highlighted since day 1 to encourage and comfort student participation throughout
the class.

How did you help students understand course learning objectives
and expectations?
Providing explicit class materials (including ppts in details, assignment instructions andrubrics, assignment feedbacks) on class Manaba with the support from TA and DITA.
Students were required to study the materials before joining the class. The classassessments and learning objectives was explained during the first session andreinforced throughout the class. There was a peer
evaluation when there was a group assignment.
Good examples of group case analysis and presentation
were also provided to set the expectation.
In case, students had questions, they can contact
instructor team (including TA and DITA) via e-mail orraise the questions during the class.

16

In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
The following are the multiple ways for students to engage with the course materials anddemonstrate their learning:
Personal contact: contacting via instructor’s/TA’s/DITA’s email (24 hrs response time)
Class Manaba: using multiple manaba functions, including Resources (sharing classppts, assignment instructions and rubrics, online class policy, examples of group caseanalysis and presentation), communication threads, course news, assignment forindividual work, project for group work, and comments for providing assignment
feedbacks.
Note: Since the class materials were posted on class Manaba at least 2-3 days
before the class, thus, it allowed students to have enough time to download andstudy before the class.
Zoom class: using chat box, live survey, raise hands, thump up, thump down, sharescreen, to engage with student during the class.
Zoom recording video: for students who could not attend the normal class time due todifferent time zone and/or technical issue, the students can contact the instructor
team and receive the link to watch the class recording.
Microsoft form/survey: students was required to participate in peer
judgement/evaluation by answering the survey.
In the peer evaluation, there was also the comment
section where students could share the descriptive
feedbacks to their peers for further improvement.

How did you make group work more inclusive in your class?
As mentioned in previous section, to enhance MCL and inclusion in group work, the TA
and DITA worked very hard to form the teams with good mix of diverse backgrounds(see picture (d)). The following are the criteria:• With the same time zone (+/2 differences)• Good mix of business case competition experiences• Good mix of business case analysis experiences• Good mix of specialization within a team
• Good mix of strategist, marketer, insights and financial• Good mix of nationalities
Moreover, to avoid free rider, each member is requireed to submit the peer evaluation at
the end of semester. They can freely write how each member has been performed andcontributed to the team.

17

How did your TA support your practice of inclusive teaching inclass?
For this course, I am very thankful to have the 3 TA supports, in which one of the TAs is
DITA. The TAs have played an important role in facilitating and managing the hybridclass. They helped forming teams with diverse backgrounds. They recorded and tracked
student attendance and participation weekly. They also provided feedbacks to the team’s
weekly assignment. The DITA also attended the in-person class and helped set up the
hybrid system. As a result, we were able to solve many technical issues and groupconcerns in real time. Example of technical issues are audio system, especially whenswitching between main room and breakout room, and tried to prevent the students who
attended the in-person class not to hear what the other teams discussed in the breakout
room. With the help of DITA, we were able to solve the issue from second classes. Free
rider and personal conflict in team were the other examples of group related concerns.
With these, the TAs worked very hard to investigate the group situation and madenecessary action, including motivating the team to overcome the challenges. The TAs
also acted as the gatekeeper and coordinator, contacting the inactive student(s) toparticipate into group work/group activities. Many students also preferred to e-mail theTAs asking for class related questions, thus, the respond rate was very quick, and wewere able to answer student’s e-mails and solve the concern within 24 hrs. The TAs also
served as Zoom and hybrid class’s experts, with their helps, I can focus on classdelivering, discussion, inclusive teaching and learning, while they managed the system.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Besides the above-presented examples, 3 out of 6 cases that we discussed in the classare addressing the DEI, sustainability, and social responsibility, you may find these 3
cases as follows:
Fair employment agency: Eliminating forced labor through ethical business practices(focused on DEI)
Elis Semiconductor Manufacturing Corporation – Taiwan (focused on ESG)
IKEA and its new circular initiatives (focused on sustainability and social
responsibility)18

Biodiversity EA
Associate Professor MAHICHI Faezeh
English56 students
APS
FA2021 Q1Course Overview
The course is designed to help students to understand the basic concepts and principles
of environmental studies and environmental issues covered in the course, and should be
able to analyze the causes of various environmental issues.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. We
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process. In my opinion, inclusive teaching does
not include one way transferring of knowledge from the instructor to the students, nor
accepts passive role of the students in the learning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Since our class was conducted online, the instructor and TA always use theircameras to teach and greet the students to create as much as the face-to-face classatmosphere. We also encourage students to turn on their cameras in case they did
not have internet connection issues. Meanwhile in the middle of the class, theinstructor always interacted with the students by asking multiple questions forindividual responses or discussions in Zoom breakout rooms. This situation creates
an inclusive environment encouraging the students to share their own opinions andknowledge.
Besides that, in every beginning and the end of each class, Professor and TA always
remined students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students
also were given exception of attending the class in the cases of experiencing
technical problem or health issues.

19How did you help students understand course learning
objectives and expectations?
The class syllabus was explained by the instructor in the first day of the class. Also,
after the 3rd class, the group division is informed to the students and the group work
began. We explained to students in detail during the class on how to do assignment
on Manaba. In addition, the assignment submission guidelines were sharedin Manaba so the students could read the direction all the time.
In the middle of the semester, we evaluated the student’s group work performanceand shared the scores with each individual student in order to encourage thestudents to keep improving their scores. In addition, the TA frequently has sent
emails to the inactive students, encourage them to do their assignments as well as
offering extra supports. By publishing students’ grades reagulary, some inactive
students’ performance has improved, and they perform better in the second half ofthe course.

How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on how
protecting biodiversity can be valued on daily bases in real time. The course provided theknowledge from both perspectives of academia, research, and practical implementation.
Groups were formed evenly in such a way that promoted the multi-ethnic, multi-lingualand background knowledge of students.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing
the correct hat at the right time was one of the many challenges that a TA has
to face. A TA played the role of discussion facilitator, logician, guide, and senpai.
Listed below were some of the many tasks completed by the TA's:
Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
Zoom flexibility. In the age of corona, the TA must be able to know in the ins andouts of ZOOM and all of its tools. This includes being able to switch groups quickly,
full use and knowledge of on-screen annotations, and polls, etc.
Guide and Senpai. TA's are the senior student for the current students, and a bridge
between the Professor and the course students. TA's are students who are rolemodels and lead by example whether or not they know of such. The TA guided thestudents through the weekly coursework.

20

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, instructor has asked students to discuss with their group in breakout room about the topic that just discussed in the class. A Respon code was provided
that every group to submit the name of zoom breakout room-inactive members so thatafter the class, the TA could email and encourage them to be active in break out room
discussion. After coming back from break out room to main room in Zoom, TA wasinstructed to call random group number or inactive group number to challenge them byanswering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
project of writing a to reflect the topic that invited guest speakers, Ms & Mr Kandori from
Kandori Organic Farm. The focus of the talk was on regenerative agriculture utilizing local
materials as fertilizer and encouragement to consume locally produced organic products.
The final group project was designed in a way that required group inclusive planning andactions, a mixture of researching and writing a report as well as designing logo and onepage infographics. The pedagogical design of the class was teaching the theories andproviding the knowledge as well as the practical implementation.

21

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited guest speakers to the class Ms & Mr Kandori from Kandori Organic Farm,from Kitsuki city, Oita prefecture (https://www.facebook.com/kandorinouen). With the
Kandori farm’s extensive knowledge in the field, they were able to share with thestudents, what is regenerative organic agriculture. They emphasized the importanceof regenerative organic-planting due to its positive impact to the environmental andhuman health. Then, they showcased the current situation in Kitsuki city that more
farmers are adopting their method of utilizing seaweeds as fertilizer, as part of “FromSea to the Mountain,” concept. After explanation regarding the increasingrate of organic plantation in Japan, I invited the class to search for the trend (thepercentage of organic plantation) in each student’s countries, in ZOOM breakout room to
discuss together, as part of having an inclusive practice, and then share in the main room
to the whole class. At the end of the presentation of Kandori Farm, students wereencouraged to inquire and ask their questions about regenerative organic agriculture.

海から山へ

22

MBA HRM
Professor KIM Rebecca ChungHee
English20 students
APM
FA2021 Q2Course Overview
The objectives of this course are:
1. To review the theories, patterns, behaviour and experiences of (International)
Human Resource Management among various actors in global economy;
2. To develop the capacity to critically reflect on the character of the current(International) HRM; and3. To be able to debate systematically with multi-sided understanding of HRM in
global market.

In your opinion, what is inclusive teaching? What is it not?
I suggest that inclusive teaching is explicit education regarding a wide range of inclusive
contexts by creating inclusive environment. I think how to educate “transferable skills” iscritical in inclusive teaching. Students, by learning and developing an appetite forreflective, adaptive and collaborative learning, the transferable skill and interpersonal
skills for effective listening, negotiating, persuasion and presentation, can be learned.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating inclass?
I approach students with a variety of real issues or cases of the contemporary capitalist
economy, in particular, COVID-19 era. It makes students to feel more inclusive bylearning effective qualitative problem solving and decision making skills. It also linked tothe improvement of the ability to create, evaluate and assess a range of options,
together with the capacity to apply ideas and knowledge to a range of business andother situations.

23

How did you help students understand course learning objectives
and expectations?
In MBA classes, I often give some kind of ‘polite’ warning at the beginning of the classthat the expectation to MBA students is different to UG students – such as “Never forgetthat you are “reading and working” for a postgraduate qualification.”. Beyond regular
lectures, I provided full supplement reading list and selected journal list along withemphasizing the fact that “this is an intellectuallychallenging subject that requires you todemonstrate the ability to analyse, synthesise and offer critique: for example, you should
get into the habit of asking yourself political questions such as ‘in whose interests’, ‘who
may loss out if certain course of action is taken’, or ‘who has a voice in a debate or bypromoting certain management practice’?...” At the end of the class, I assess about this
holistic learning by using many tools including viva examination.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Beyond contemporary research and case studies, I used kind of ‘imaginary’ scenario andmade role play among students as future managers such as in marketing, finance, HRM
or CEOs. By using this role play, students can understand that each one’s approach to
ONE management problem is different according to each individual’s role andbackground. It makes students to learn professional practical skills of self-awareness,
openness and sensitivity to diversity in terms of people, cultures, roles, business andmanagement issues.

How did you make group work more inclusive in your class?
Respect diversity is prerequisite for inclusive group designation. At the first class, I asked
each one to introduce their working experience, background and what they want to learn
in this HRM class. In addition, my DITA TA asked to each one their nationalities throughmanaba. All these components were considered in group designation.

How did your TA support your practice of inclusive teaching inclass?
I taught main theories, practices and issues by interactive lecture and discussion. As anext step, I usually ask my DITA TA to facilitate case study discussion by using theories
that they’ve learned in the class. The TA should find the issues and “encourage” theintellectual and inclusive debates as possible as she can, not only debates by some big
voices – that’s my proposal to the DITA TA.

24

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
For instance, I’ve shown the recruitment-related CD, which I bought in the UK. Students
liked it since they can see real technique and potential questions in interviews related
process. In the group presentation, students should sign “Group contract”, which
promises their active contribution during the whole process.
Students also assess each other and should ask critical questions to the other groups. It
is important for student to learn how to critically and systematically debate with multisided understanding of HRM in global market.

25Technology Management
Professor MIYAZAKI KumikoEnglish106 students
International Management
FA2021 Q2Course Overview
The management of technological innovation is one of the most important challenges ofbusinesses today. Innovation has become the fundamental driver of competitiveness offirms of all sizes in virtually all sectors and nations. This course aims to teach the basic
concepts, tools, related to strategic management of technology. Strategic managementof technology covers topics such as types of innovation, innovation models, innovation
strategy, building an innovative organization, managing technological collaborations,management of research and development, managing globalization, management ofinnovation in new products and services and managing operations and processes.

In your opinion, what is inclusive teaching? What is it not?
In traditional teaching, the lecturer provides knowledge to the students. In inclusive
teaching, the role of the instructor changes to one who is not only a knowledge provider,
but a facilitator, guiding the students to learn. This is based on the assumption that we
recognize that the cultural background, interests, learning goals, as well as the strengths
and weaknesses of students are all different. In inclusive teaching, the students feel
welcome and comfortable, they will be encouraged to speak up and actively participate
in the classes, so that they can learn from one another. It is important that the students
understand that there is no single right answer. They should not be afraid to makemistakes.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
In the first Introduction class, I explained that students could use Chat, or raise their handto ask questions if they needed further explanation or clarification on what I was saying.
Although teaching material for management of technology and innovation is usuallybased on cases of developed countries and leading edge technologies, the course wasdesigned so that the students from developing countries felt comfortable, by including
cases of technological catching up in developing countries, as well as frugal innovation indeveloping countries such as India. I restated the key points in different ways during theclass to make it easier for students to understand.

26

I started each lecture by discussing 2-3 interesting current news topics and interpreted
them using the concepts covered in the course. I think this aroused their interest intechnology management.
The DITA would also give a 7-8 minutes talk at the beginning. (explained later in thisreport). There was a group of students from Europe who were taking the class off line
through video recording of my lectures. I was able to assess their performance by asking
them a Quiz after they watched the video recording. Depending on the responses, I wasable to assess their participation.There was a student who needed special care (I was
notified in advance). He was given extra time to submit individual assignments. Anyway,
he did very well and got an ‘A’. The Zoom function, Live transcript was always set, sothat who had difficulty in hearing and understanding could also read the sentences.

How did you help students understand course learning
objectives and expectations?
In the first class, I explained what were the course learning objectives, expectations, thecourse structure and how students will be evaluated. The evaluation would consist of 3
parts, participation, individual assignment and group work. I explained that simply
attending classes would not be sufficient, as they were expected to actively participate inclass discussions. I also explained clearly how group work will be evaluated. It will bebased on a combined assessment of 1. How much they have learned from the course, 2.
How much effort they have made towards the group work, 3. The quality of the final
presentation including how well they performed in Q and A. In addition to the group
work, I emphasized the importance of the 3 individual assignments.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I gave a copy of the PPT slides one or two days in advance. In Manaba I uploaded all thereading material for each class a few weeks before the class. During the class, breakout
sessions took place so that they could work in a group. (A goal was set for each breakout session and afterwards, a member of the groups presented what they discussed).
Some breakout sessions took place in random groups.
In others, when students were working on their Group project, the groups were preassigned. On several occasions a video (lasting about 10 minutes) was shown ofinterviews of leading professionals engaged in Technology management or social
innovation around the world. (UK, USA, Europe, India).
On several occasions, I invited guests (from UK, Thailand, Korea) to give a shortpresentation so that students would be able to acquire a global perspective.

27

How did you make group work more inclusive in your class?
In the beginning of the course, the DITA carried out a survey to find out the students’names, nationality, the country of residence and gender. The DITA used the information
obtained to assign the groups so that diversity could be maximized and that would
facilitate students to do group work by considering where they were located (timedifferences). Once the students started their group work, attention was paid so that they
could work together smoothly. We asked students to contact us if there were any
problems. If for example, students could not reach someone in the group, wemade sure that they could find one another. When the students submitted their work,
they were also asked to submit peer assessment so that my evaluation would be fair.

How did your TA support your practice of inclusive teaching inclass?
Each lecture began by the DITA (Vietnamese student, Thai)’s 10 minutes
presentation. He would give a wrap up of the key points learned in the previous
lecture, and also talk about current news topics of interest. The DITA would take noteof all the students who raised a question or made a comment. He noted down thenames, the number of comments made in each class. At the end of the course, thedata was compiled and sent to me. (I used the data for measuring the participation).
The DITA would also check what students were saying in Chat so that I could takeaction.
Outside the class, when students had a question, they would ask the DITA. If he
could not answer, I would answer the questions. When the final group presentations
took place, the DITA asked some questions as well as managed time keeping

Please share and describe any specific activity, groupwork, lecture
content or any materials through which you applied inclusive
teaching or fostered diversity and inclusion in your class.
As explained above, by using a combination of the way I taught this course and thanks to
the DITA, I think students were able to experience a fruitful learning experience.
In one class activity, I asked students to note down, How glass can be used. Thenafterwards, I asked them to say what they noted down. When students wrote down
what glass could be used for, usually they could only thing of 5-6 ways but when they
started to say it one after another, the final list was quite long, leading to more than adozen suggestions, showing that group creativity is greater than individual
creativity.
I will attach here the comments from Thai Minh Long, the DITA when the course finished.
“I am sincerely grateful to be given the chance to assist your class as a DITA. I think overa just short period of time, I was able to learn so many valuable skills and knowledge.
Although the main purpose of the lecture & news recap is to keep students updated, I
was able to benefit a lot from it and I really enjoyed that. This TA experience willdefinitely be one highlight of my student life at APU.”

28

Intro. To Env. Studies

環境学入門Professor JONES Thomas E.
Japanese
120 students
APM
FA2021

Course Overview

環境と開発の関係、さらに環境と開発の両立を求めるサステナビリティの概念を理解するのには、自然科学的な知識とともに、社会科学的な分析が不可欠である。サステ
ナビリティの基礎知識をインターディシプリナリーな視点から学ぶことは本授業のねらいである。
In your opinion, what is inclusive teaching? What is it not?
Based on previous experience with the CIL’s projects, and this semester’s class one
definition of inclusive teaching, is as follows:i) encouraging conversations about diversity, equity, and inclusion; ii) encouraging
students to be respectful of other students’ opinions; and iii) meeting the needs of adiverse student mix in actual and online classrooms.
In the current educational environment the need to recognize the need for inclusive
learning is greater than ever. APU is an ongoing experiment to try and establish a moreinternational and genuinely diverse campus by steering students towards more
inclusive learning goals.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Establishing certain guidelines have been useful such as using Chat Box quizzes toencourage pro-active participation, break the ice, gauge concentration and reward sharp
students with Bonus Points; requesting cameras ON during breakout rooms; allowing allgroupmates to speak and choose different roles for the final assignment; emphasizing
the importance of respecting other students’ opinions; building trust to keep
confidentiality & ask permission to use photos etc. Also arriving a few mins early andstaying on after class for Q&A or 1-1 consultation.

29

How did you help students understand course learning
objectives and expectations?
This course supported students’ understanding of course learning objectives andexpectations by i) stating them clearly at the start of class & sharing the slides/handout
for each class at the end of the lecture (previously I have tried sharing them before class,but found students were less likely to listen!); ii) posting on Manaba News (esp.
upcoming deadline reminders etc); iii) having TAs introduce specific learning objectives
and assignments; iv) using TAs or student role models to provide case study examples
for specific learning goals.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Extra reading and other materials were provided at the end of each class via Notes
compiled fresh each time by the TA. Also extra DOIs, video or podcast links or PDFs forinterested students to carry on studying in their own time. Also, there was a Flipgrid casestudy video presentation with several stages (please see final box). The Grade Evaluation
Method used a mix of in-class Manaba quiz & Respon assignments, together withperiodic review tests taken outside class hours to engage with course materials anddemonstrate their learning of fundamentals.

How did you make group work more inclusive in your class?
Mixing up international and domestic students, also 1st & 2nd years etc. Also
encouraging groups of students to meet and mix in and out of classroom hours via a
Flipgrid case study video presentation contest with several stages; setting thoughtprovoking assignments so they would continue the conversation on Line or FB outsideclass. Important information about the lectures were delivered through Manaba, andurgent notices sent through university email, encouraging students to check their
Manaba and emails regularly. But sometimes the test would include a question based on
the answer of groupwork discussion to foster more active debates. In addition, a One
Drive Excel sheet was also used to monitor groupwork output.

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce our Zemi website including Int & Domestic students
Having TAs compile example Notes at the end of each class
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching theclass in Nihongo, forces the Japanese students to re-consider their idea ofmulticultural learning environment. Some of them are quite resistant, which results in
occasional complaints, but many also rise to the challenge to develop their “APU
spirit” as true global citizens.

30Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

31

Peer Leader Training I
Associate Professor Petrus Willem ROUXEnglish38 students
APM
FA2021

In your opinion, what is inclusive teaching? What is it not?
The opportunity to accommodate diversity in the classroom and use it as an advantage
for learning. It means to actively use the power of existing differences to learn aboutothers, explore the politics of difference and utilize the advantages to improveunderstanding between cultures, genders, ages and status or power.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Include students in learning design of the course, make sure that each group is balanced
in terms of culture, nationality, gender, etc.
Actively design activities that equalize opportunities for exchange, participation and tolearn about existing differences.

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents
Opportunities for questions and discussion were offered after every 3 classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Group discussion.
Q&A sessions with the instructor and TA.
Group projects to apply their learning and understanding.
Groups were responsible for teaching content to their classmates through an innovative
learning game.

32

How did you make group work more inclusive in your class?
Students were divided according to nationality & gender.
Students with special needs were included (in coordination with their needs/requests).

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

33

観光学特殊講義JA
久保隆行 教授
日本語
19 students
APS

秋Q1
Course Overview

・大分合同新聞社『おおいた遺産』（http://oitaisan.com/）をメインテーマとし、同書にて選定された有形・無形の地域資源の歴史・文化的価値を深く理解したうえで、「おおいた遺産」を活用した観光地域づくりのあり方について学修する。具体的には、「おおいた遺産」が所在する大分県内の3つの地域を設定し、以下の流れで授業を進める。①座学：地域ごとに、ゲスト講師からの「おおいた遺産」にかかわる講義を受講（第1、3、5週）②フィールドワーク：チャーターバスで、地域を訪問し現地で学ぶ（第2、4、6週）③最終発表会：最終週の授業は、受講生による「おおいた遺産と観光地域づくり」についてのグループ ワークの成果を発表。J：COMホルトホール大分（大分市）で、一般参加者を招き、Zoomで同時配信。
In your opinion, what is inclusive teaching? What is it not?

私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。
How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?

初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
フィールドワークにて行うグループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
Manabaでの課題提出の際に、提出しなかった学生に個別にTAからメールさせて事情を聞いたうえで、期限後提出を認めました。
教員に対して個別に質問や相談がしやすくなるようにManabaに専用の申告の場を設置しました。
34

How did you help students understand course learning
objectives and expectations?

初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。
In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しています。また、毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後教員から個別にフィードバックを返して学習内容の定着を促しました。
毎回のフィールドワークのあとに学生に現地調査レポートを提出させ、提出後教員から個別にフィードバックを返して学習内容の定着を促しました。

How did you make group work more inclusive in your class?

グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタ
イプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。
グループワーク先を訪問する際のバスのなかでもグループごとにまとまって着席させ、仲の良い人同士だけで集まらないように配慮しました。

How did your TA support your practice of inclusive teaching inclass?

授業中には、受講生からのチャットによる質問を管理してくれました。
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がManabaに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別の連絡をとって課題提出を促してもらいました。

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

今回採用したDITA学生は、前回採用したDITA学生と同様に、私の他の授業を受講していた障がい支援学生から選びました。私がこれまで見てきた障がい支援学生は、健常学生
よりも学習意欲は高く、良い成績を取得する傾向にあります。障がい支援学生はさらに、他人の痛みを感じることができる感性が強いと思います。
今回採用したDITA学生についても、多くの受講生に癒しを与える存在として活躍してくれました。インクルーシブな学修環境を形成していくうえで、障がい支援学生の参画は大変有用であり、今後も積極的にDITAに採用していくべきだと考えています。

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Environmental Science EA/ Environmental
Chemistry EA
Associate Professor MAHICHI Faezeh
English87 students
APM
FA2021

Course Overview
Course Overview: The course is designed to help students to understand the basic
concepts and principles of environmental studies and environmental issues covered in
the course, and should be able to analyze the causes of various environmental issues.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. We
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Since our class was conducted online, the instructor and TA always use their cameras toteach and greet the students to create as much as the face-to-face class atmosphere.
We also encourage students to turn on their cameras in case they did not have internet
connection issues. Meanwhile in the middle of the class, the instructor always interactedwith the students by asking multiple questions for individual responses or discussions inZoom breakout rooms. This situation creates an inclusive environment encouraging thestudents to share their own opinions and knowledge.
Besides that, in every beginning and the end of each class, Professor and TA always
remined students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students also
were given exception of attending the class in the cases of experiencing technicalproblem or health issues.

37How did you help students understand course learning
objectives and expectations?
In the middle of the semester, we evaluated the student’s group work performance andshared the scores with each individual student in order to encourage the students tokeep improving their scores. In addition, the TA frequently has sent emails to theinactive students, encourage them to do their assignments as well as offering extra
supports. By publishing students’ grades regularly, some inactive students’ performance
has improved, and they perform better in the second half of the course.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, instructor has asked students to discuss with their group in breakout room about the topic that just discussed in the class. A Respon code was provided
that every group to submit the name of zoom breakout room-inactive members so thatafter the class, the TA could email and encourage them to be active in break out room
discussion. After coming back from break out room to main room in Zoom, TA wasinstructed to call random group number or inactive group number to challenge them byanswering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
project of writing a to reflect the topic that invited guest speakers, Ms & Mr Kandori from
Kandori Organic Farm. The focus of the talk was on regenerative agriculture utilizing
local materials as fertilizer and encouragement to consume locally produced organic
products. The final group project was designed in a way that required group inclusiveplanning and actions, a mixture of researching and writing a report as well as designing
logo and one-page infographics. The pedagogical design of the class was teaching thetheories and providing the knowledge as well as the practical implementation.

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How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on how
protecting biodiversity can be valued on daily bases in real time. The course provided
the knowledge from both perspectives of academia, research, and practicalimplementation. Groups were formed evenly in such a way that promoted the multiethnic, multi-lingual and background knowledge of students.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing thecorrect hat at the right time was one of the many challenges that a TA has to face. A TA
played the role of discussion facilitator, logician, guide, and senpai. Listed below weresome of the many tasks completed by the TA's:
1. Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
2. Zoom flexibility. In the age of corona, the TA must be able to know in the ins andouts of ZOOM and all its tools. This includes being able to switch groups quickly, fulluse and knowledge of on-screen annotations, and polls, etc.
3. Guide and Senpai. TA's are the senior student for the current students, and a bridge
between the Professor and the course students. TA's are students who are rolemodels and lead by example whether or not they know of such. The TA guided thestudents through the weekly coursework.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited guest speakers to the class Ms & Mr Kandori from Kandori Organic Farm,from Kitsuki city, Oita prefecture (https://www.facebook.com/kandorinouen). With the
Kandori farm’s extensive knowledge in the field, they were able to share with thestudents, what is regenerative organic agriculture. They emphasized the importanceof regenerative organic-planting due to its positive impact to the environmental andhuman health. Then, they showcased the current situation in Kitsuki city that more
farmers are adopting their method of utilizing seaweeds as fertilizer, as part of “From Sea
to the Mountain,” concept. After explanation regarding the increasing rate oforganic plantation in Japan, I invited the class to search for the trend (the percentage oforganic plantation) in each student’s countries, in ZOOM breakout room to discuss
together, as part of having an inclusive practice, and then share in the main room to thewhole class. At the end of the presentation of Kandori Farm, students were encouraged
to inquire and ask their questions about regenerative organic agriculture.

海から山へ

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New Media and Society/Technology and New Media
Professor MANTELLO Peter A.
English42 students
APS
FA2021 Q1Course Overview
Surveillance Studies explores the development of organized observation within society.
This course surveys the evolution of surveillance as a mechanism of social control andprogress. The course traces an historical arc across various time periods (Ancient Times,
the Middle Ages, the Renaissance, the Enlightenment, the Age of Empire, the Industrial
Revolution, WWI and WWII, the Cold War, and finally, the post-9/11 era of Global
Surveillance). The course will show how surveillance, once a signpost of authoritarianregimes became a crucial pillar of modern liberal democracy, particularly, in theadvancement and promotion of life. Conversely, by tracking its expansion of surveillance
into other fields (from the health sciences and immigration to online marketing and law
enforcement) the course illustrates how this same convergence of social, political andeconomic forces now threaten the very ideals that liberal regimes purportedly adhere to,namely, an individual’s right to privacy and secrecy. The course adopts a historical yet
inter-disciplinary approach that draws from the works of notable thinkers such as
Foucault, Deleuze and Virilio.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching means encouraging students to think out of the box, learn fromdifferent cultures of ways of seeing and thinking and then applying it to the core lessons
that are taught in the class. Critically, it strives to be inclusive of all students regardlessof background. Inclusive teaching is about embracing diversity – not simply in terms ofgender, age and culture but also diversity in terms of values and beliefs. Inclusive
teaching is tolerant of ways of thinking but promotes the most basic of values of humanrights. Inclusive teaching does not prioritize one culture or background, gender overanother.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Creating a positive environment is accomplished by showing passion as a teacher inwhat you teach. Striving to make each lesson interesting and compelling. Being
sensitive to the needs of students and ensuring that they have a ‘voice’ in the class.
Balancing seriousness with humor is also important to maintain a student’s interest and40

creating a very positive classroom environment. Importantly, break out sessions that use
the TA as a guide as well as my own presence to stimulate group discussion and toencourage students from all cultures to discuss things from their cultural point of view.

How did you help students understand course learning
objectives and expectations?
Students were able to understand the course learning objectives through constantreinforcement of what each lesson would bring to the intellectual table – in order words,
each lesson begins with an introduction to the main parts of the lecture and ideas
covered and then a recap/review of the lesson by highlighting the main points and ideas
covered. These learning objectives would then be translated into group assignments
where students would be tasked with engaging in the lecture discussion in a criticalfashion.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students engaged in the course material in several different ways. First, each session
would have a lecture on a various aspect covered in the course content. Second, student
would be assigned to break groups to participate in various assignments related to thereadings or lecture. Third, students would be assigned various readings for homework.
Four, students would be have to engage into two reading quizzes per week.

How did you make group work more inclusive in your class?
There were many assignments as previously mentioned that involved group work. Someof the assignments were designed to promote the exchange of ideas and opinions
related to key questions or concepts in the lecture. Or students would be tasked ingroups to review and discuss key readings related to the bi-weekly quizzes. Finally,
students were organized into groups in which they were responsible for making a video
essay on one selected topic from the course.

How did your TA support your practice of inclusive teaching inclass?
The TA was invaluable. Besides helping with the logistics and organization of the breakout sessions, he was in constant contact with students, in mentoring them with advice
on their projects. Well-organized and with great communication skills the TA was awonderful bridge between the students and myself. His cordial and amicable manner
was extremely popular with the students and they found him very accessible and helpful.

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Introduction to Marketing
Associate Professor USREY Bryan Gordon
English102 students
APU College of International Management
FA2021

Course Overview
This course covered the fundamental components that make up the field of marketing,such as strategy, consumer behavior, segmentation, market research, productmanagement, promotion, pricing, and competitive analysis.

In your opinion, what is inclusive teaching? What is it not?
An inclusive classroom is one where all students can succeed. Success is not based on
individual abilities, skills, or access to technology, but instead based on communicationand equal opportunities. Indeed, students are presented with diverse examples anddiscussion topics to ensure that they can learn in and outside of their own contexts.
Moreover, through the use of different tasks and technologies, all students have theability to get involved.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
Each discussion and example used in class were taken from all over the world. Students
in each part of the world would have had the opportunity to examine a given topic fromtheir own context. Moreover, students worked together so that each person had theopportunity to learn from their peers. Thus, regardless of a students’ technology,
willingness to participate, or knowledge of a given topic, they were presented with theopportunity to learn, share, and grow.

How did you help students understand course learning
objectives and expectations?
Learning objectives were shown at the beginning of each class and explained. Students
were all given the opportunity to ask questions if they did not understand the objectives.
Each lecture was designed around those learning objectives. There were also course
learning objectives that were covered and monitored via class assignments. For
instance, Quizzes were designed to consider AOL, while class exercises were put
together to focus on the specific learning objectives.

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In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were able to ask and answers in class, participate in breakout rooms, readcourse material, post questions online, work on individual and group class exercises thatinvolved many different topics and tasks, take quizzes, or develop reports.

How did you make group work more inclusive in your class?
Group work was a large part of the class. Students from different backgrounds wereplaced in groups of five or six. However, time zone considerations were considered.
Students worked on tasks each week in their groups. Emphasis was placed on equal
participation, and groups that were suffering from inter-group issues were asked to
discuss them with the TA and the Instructor. All problems were snuffed out where
possible, but issues lingered. However, during a peer evaluation, very few students
reported major issues with group work.

How did your TA support your practice of inclusive teaching inclass?
The TA was the first point of contact for all groups. The TA insured that all groups were
working well together and managed to address any questions that the groups had. In
some respects, the TA was the group project managed and she did a wonderful job.
The TA also ensured that all students were participating in class, and in breakout rooms.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
The Final Project was a group work project where students were assigned to groups andasked to develop a marketing plan. Students were organized in a way that allowed for
different cultures to work together. Student progress was routinely examined throughTA communications and a class exercise. Students were finally asked to develop an oralpresentation, in which all members were required to get involved.
This group project not only tested their understanding of course material, but also theirability to adapt and work in a new situation. Students had not previously worked
together and had to become familiar with each other quickly. However, to build up
relationships, breakout rooms were often used in class, and exercises to put forward to
help them work on smaller projects. Where possible, global examples were used in classexercises.

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